The Child As a Self-organizing System: The Case Against Instruction As We Know It
Abstract
It is suggested that current advances in the study of self-organizing systems, chaos and complexity theories have important implications for the field of learning disabilities. Nonlinear, dynamic aspects of systems functioning and development suggest models for learning and growth which are not addressed by current behavioral and information processing paradigms. The concept of a learning disability, development in the context of a learning disability, and implications for program planning are discussed within the framework of self-organizing systems and chaotic dynamics. It is suggested that top-down (i.e., strategy training, metacognitive training) models might fail to work in harmony with human systems dynamics.
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